Congo vs Croatia: Percentage of teachers in pre-primary education who are female
Percentage of teachers in pre-primary education who are female over time
- Congo
- Croatia
How they compare
Congo currently reports 98.7% against 98.7% in Croatia, a difference of 0.0%.
The two have swapped places 4 times across 15 shared years of data; in 1995 it was Congo ahead.
Congo ranks 64th and Croatia ranks 65th of 178 countries.
Across the 3 decades both report, Congo averaged higher in 1 and Croatia in 2.
Head to head by decade
| Decade | Congo | Croatia | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 100.0% | 99.8% | 0.2% | Congo |
| 2000s | 96.4% | 99.4% | 3.1% | Croatia |
| 2010s | 97.5% | 98.9% | 1.4% | Croatia |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher percentage of teachers in pre-primary education who are female, Congo or Croatia?
- Congo, at 98.7% against 98.7% in Croatia as of 2012.
- What is the difference in percentage of teachers in pre-primary education who are female between Congo and Croatia?
- 0.0%, with Congo ahead.
- How many years of comparable data are there for Congo and Croatia?
- 15 years are reported by both, from 1995 to 2012.
- How do Congo and Croatia rank globally for percentage of teachers in pre-primary education who are female?
- Congo ranks 64th and Croatia ranks 65th of 178 countries.
- Where does this data come from?
- UNESCO Institute for Statistics, published as Percentage of teachers in pre-primary education who are female (%). Statizoid refreshes it automatically from the source and publishes the full history for both places.
Individual pages
About this data
Number of female teachers at the pre-primary level expressed as a percentage of the total number of teachers (male and female) at the pre-primary level in a given school year. Teachers are persons employed full time or part time in an official capacity to guide and direct the learning experience of pupils and students, irrespective of their qualifications or the delivery mechanism, i.e. face-to-face and/or at a distance. This definition excludes educational personnel who have no active teaching duties (e.g. headmasters, headmistresses or principals who do not teach) and persons who work occasionally or in a voluntary capacity in educational institutions.